The use of digital technologies within the Romanian pre-university educational system has been a source of disagreements at various levels of management. Although expected to bring about major changes, the process has been difficult, and the results are still below the contemporary needs. Worldwide, over the last decade there has been an exponential increase in the use of Information and Communications Technologies (ICT) in education. However, the manner in which they have been adopted has varied widely, due to a number of factors, including: teachers' knowledge in the domain of study, self-efficiency, scholarly education, pedagogical beliefs, learning content and intrinsic motivation of using such technologies, computer-generated anxieties etc. Another factor is the student-centred learning strategy, taking into account the students' actual digital competencies. In order to identify the specific needs with regard to the use of ICT, we realized a study within thirty-three schools in the Ilfov County. The paper presents the current state of practice and the statistics concerning the ICT school laboratories, the Internet access, and the degree of online learning platforms adoption. Our findings showed that a new approach is needed, based on proposing, approving and implementing, at the school's behest, curricula that will be structured according to the varied types of schools implementing this (according to their respective levels) and, in particular, according to these schools' ICT technology facilities and use. As regards teachers, the aim is to make them better friends with computers and gain access to European mobility programmes for educational platforms' developers